“Remedial Chaos Theory” Episode #303 Written by Chris Mckenna

Total Page:16

File Type:pdf, Size:1020Kb

“Remedial Chaos Theory” Episode #303 Written by Chris Mckenna “Remedial Chaos Theory” Episode #303 Written by Chris McKenna Directed by Jeff Melman Final Draft 9/29/11 SONY PICTURES TELEVISION INC. © 2011. All Rights Reserved. No portion of this script may be performed, or reproduced by any means, or quoted, or published in any medium without prior written consent of SONY PICTURES TELEVISION INC. 10202 West Washington Boulevard, Culver City, CA 90232 COLD OPEN FADE IN: 1 INT. APARTMENT BUILDING HALLWAY - NIGHT 1 A door swings open to reveal a smiling TROY and a creepily oversmiling ABED in matching blazers and ascots. TASTEFUL JAZZ plays inside. TROY / ABED (to morning show theme) Troy and Abed’s new aparrr-tment! ANNIE and BRITTA stand in the hall, holding gifts. ANNIE / BRITTA Hiiiiii (creeped out by Abed) iiiiiiiiii. 2 INT. FOYER - CONTINUOUS 2 Annie and Britta enter, ad libbing “What a cute place!” There are framed photos of Troy and Abed on the wall. BRITTA Wow, you guys look so fancy. ABED We read a book on how to be the perfect party hosts. Rule Number One: dress to impress. TROY Rule Number Two: avoid touchy topics like “The Negro Problem.” (then) The book was written in the ‘40s. SHIRLEY pokes her head out of the kitchen. SHIRLEY Oh good, you guys are finally here! BRITTA Finally? ABED Shirley showed up at three. Abed, Annie, Britta, and Troy share a knowing look. (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 2. 2 CONTINUED: 2 SHIRLEY Time flies when I’m baking! TROY (clenched teeth) No, it doesn’t. ANNIE Oh! The door downstairs was propped open with this. She holds up a brick. ANNIE (CONT’D) This is really unsafe. Anyone could have just wandered into your building. A thief, or a vagrant, or a guy who writes things on strips of greasy newspaper and slides them under your door while you’re at school. (off their looks) Or a solicitor. An INTERCOM BUZZER goes off. ABED Or the rest of our guests. TROY (takes brick) Be right back. Troy hurries off. Abed leads Britta and Annie down the hall. ABED Let me give you ladies the grand tour. Bathroom, kitchen, who cares, and this: (gestures) Is my scale model of the rolling boulder scene from “Raiders.” With actual rolling boulder. Abed activates the diorama. A model boulder rolls down a ramp and into his hand. ABED (CONT’D) Pretty cool, huh. BRITTA Super cool. And sexy. Super sexy cool. (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 3. 2 CONTINUED: (2) 2 ANNIE (through smile, sing-song) Overselling it. Shirley approaches with a homemade pizza on a tray. SHIRLEY I made pizza! ABED But... we ordered real pizza. SHIRLEY Nothing more real than homemade. You didn’t have some of the ingredients, so I used ketchup and cream cheese. ABED (glaring) We ordered... real... pizza. Everyone gets uncomfortable. Shirley backs away to the kitchen. Troy enters with JEFF and PIERCE, who holds a gift. TROY Bienvenido de la casa Chez Tro-Bed. Jeff looks at the Indiana Jones diorama. JEFF Very nice. “Indiana Jones and The Apartment of Perpetual Virginity.” TROY (laughs, a little hurt) Chop busted, my fellow adult! PIERCE (looks around) It’s nice. I mean, it’s not mansion nice, but it’s nice. Hey, didn’t you used to live in a mansion, with me? TROY Yeah, but this place is a little more my speed. And century. PIERCE Doesn’t bother me. I’ve hardly missed you at all since I had you removed from my portraits. (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 4. 2 CONTINUED: (3) 2 Pierce holds up a bottle. PIERCE (CONT’D) Jeff. Check it out. Serbian Rum. So strong it’s banned there. Banned in Serbia, Jeff. Let that concept sink in. JEFF You enjoy, I’ll be leaving early. ABED Oh? JEFF Yeah, sorry, I got an invite to the opening of a new club, (produces 3 x 5 card) Look at this place, it’s like it was designed for me. ABED It was. I made that in photoshop and mailed it to you a month ago so you’d keep tonight open on your calendar. JEFF (re: invite, mournful) There’s no such thing as the “Single Malt Platinum Boobs and Billiards Club?” (realizing it’s dumb) I guess I never said it out loud. ABED Tonight, we offer something far more than boobs and billiards. JEFF What. TROY One word, two syllables... JEFF Don’t say “charades.” Abed and Troy gesture to a table set up for: ABED / TROY Yahtzee! (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 5. 2 CONTINUED: (4) 2 Jeff grabs Pierce’s bottle rum and starts opening it. JEFF Is charades off the table? FADE OUT. END OF COLD OPEN "Community" - #303 - "Remedial Chaos Theory" 6. ACT ONE FADE IN: 3 INT. LIVING ROOM - LATER 3 Britta is fiddling with an iPod that’s connected to a stereo behind her. No music is playing. Troy shakes a dice cup. TROY Commmme onnnnn, and... Troy slams down the cup, lifts it up and looks at the dice. TROY (CONT’D) Okay. Now: (reads instructions) “How to play Yahtzee...” PIERCE (takes game box) Is there nothing from our youth these companies won’t repackage for a buck? Call it “Yahtzee” all you want, everyone knows this is Puerto Rican chess. The door BUZZER sounds. Annie jumps with a start. JEFF It’s just the pizza, Annie. ABED We can’t buzz him up. Someone has to go down. A beat, then everyone touches the side of their noses. Seven- way tie. The BUZZER again. Jeff picks up a die. JEFF Okay. Starting on my left with one, your number comes up, you go. People ad lib agreement. Jeff shakes the die in his hand. ABED Just so you know, Jeff, you are now creating six different timelines. JEFF (sarcastic) Of course I am, Abed. (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 7. 3 CONTINUED: 3 As Britta finds a song, Jeff rolls the die. Two. JEFF (CONT’D) (counting from his left) One two. Annie. Britta hits play. The Police’s “Roxanne” begins. ANNIE Okay, fine. Guess I’m going down. She gets her wallet out, sets her purse down on the table in front of her seat, and exits. PIERCE All this talk of “going down” reminds me: did you guys know I had sex with Eartha Kitt in an airplane bathroom? Everyone winces and groans. PIERCE (CONT’D) What? It’s not name dropping if it comes up organically! SHIRLEY I’m gonna check on my pies. Shirley heads into the kitchen. Just as Sting sings the opening lyric: BRITTA (belts out) Rooxxx-- JEFF (cutting her off) No. Britta stops and turns off the music, annoyed at Jeff. BRITTA Bathroom? ABED Over here. Britta gets up and follows Abed. Troy watches her go. His eyes shift down to Annie’s open purse on the table. (CONTINUED) "Community" - #303 - "Remedial Chaos Theory" 8. 3 CONTINUED: (2) 3 TROY Uh, guys... What does a pregnancy test look like? JEFF It’s like a thin plastic stick with a thing at the end. TROY So this is definitely a gun. Troy uses a pencil to lift a gun from Annie’s purse. JEFF Whoa! Put that down. TROY (lowers gun into purse) Why does Annie have a gun? PIERCE That’s not a gun, it’s a girls’ pea shooter, I’ve had raw fish more dangerous than that. (giving gift) Here, Troy. Happy housewarming. TROY (ignoring Pierce) Jeff, what are we doing about this? JEFF I’m getting a drink. Jeff stands, smacking his head on the ceiling fan. Pierce laughs. JEFF (CONT’D) Owwww! What’s so funny? PIERCE People hitting their heads! Shirley enters from the kitchen with a tray of mini pies. SHIRLEY Don’t fight over them! (nobody cares) You can fight a little... "Community" - #303 - "Remedial Chaos Theory" 9. 4 INT. FOYER - SAME 4 Britta exits the bathroom, startled to find Abed right there, staring expectantly at her. She waits. ABED Smells weird. BRITTA I beg your pardon? ABED Smells weird. What did you do? BRITTA Abed, as a psych major, I understand you might not understand this, but you don’t ask someone a question like that. It’s not dignified. Annie enters the apartment with the pizzas. BRITTA (CONT’D) (ravenous) Pizza! (does a little dance) Pizza pizza go in tummy. Me so hung-ee, me so hung-ee. Britta and Abed follow Annie with the pizzas, walking right past Shirley, who tries, in vain, to offer them pies. 5 INT. LIVING ROOM - SAME 5 Annie sets the pizzas down. Britta dives in. Others join. ANNIE That pizza guy was intense. JEFF I’m sure he’s a real go-getter. ABED (eating pizza) I wonder what happened in all those other timelines. JEFF Abed, there are no other timelines. BUZZ! "Community" - #303 - "Remedial Chaos Theory" 10. 6 INT. LIVING ROOM - MINUTES EARLIER 6 The pizza is gone - or rather not here yet. Everyone has fingers on noses, as before. Jeff picks up a die. JEFF Okay. Starting on my left with one, your number comes up, you go. People ad lib agreement. Jeff shakes the die in his hand. ABED Just so you know, Jeff, you are now creating six different timelines. JEFF Of course I am, Abed. Jeff rolls the die. Four. JEFF (CONT’D) One two three four. Shirley. Britta hits play. The Police’s “Roxanne” begins. SHIRLEY Okay, but don’t let my pies burn! Shirley gets up and exits.
Recommended publications
  • Anthropology (Ant) 101 Introduction to Anthropology General Elective S1 902 102 Intro to Cultural Anthropology Anth 220; Society & Culture S1 901N
    MORTON COLLEGE CATALOG YEAR: 2019–2020 NIU CATALOG: 2021–2022 DATE: JULY 2021 CALENDAR: SEMESTER AA/AS DEGREES: 62 HRS PAGE 1 of 8 EFFECTIVE FOR COURSES TAKEN FALL 2021, SPRING 2022, AND SUMMER 2022 COMMUNITY COLLEGE COURSE NUMBER/TITLE NIU EQUIVALENT IAI CODE ANTHROPOLOGY (ANT) 101 INTRODUCTION TO ANTHROPOLOGY GENERAL ELECTIVE S1 902 102 INTRO TO CULTURAL ANTHROPOLOGY ANTH 220; SOCIETY & CULTURE S1 901N ART (ART) STUDENTS RECEIVING ART STUDIO (ARTS ELECTIVE) CREDIT FOR COMMUNITY COLLEGE COURSES ARE ENCOURAGED TO SUBMIT A PORTFOLIO OF THEIR WORK FOR POSSIBLE COURSE CREDIT. PLACEMENT IN MAJOR STUDIO CLASSES, EXCEPT FOR CORE COURSES, IS BY PORTFOLIO. CONTACT SCHOOL OF ART FOR INFORMATION ON PPLICATION AND DATES FOR PORTFOLIO SUBMISSION. 101 TWO-DIMENSIONAL FUNDAMENTALS ART 102; CREATIVITY & CRITICAL ANALYSIS 102 THREE-DIMENSIONAL FUNDAMENTALS ART 103; CREATIVITY & CRITICAL ANALYSIS 103 DRAWING I ART 100; CREATIVITY & CRITICAL ANALYSIS 104 DRAWING II ART 101; CREATIVITY & CRITICAL ANALYSIS 105 PAINTING I ARTS ELECTIVE 107 WATERCOLOR ARTS ELECTIVE 111 SCULPTURE I GENERAL ELECTIVE 113 CERAMICS I ARTS ELECTIVE 115 PHOTOGRAPHY I ARTS ELECTIVE 116 PHOTOGRAPHY II GENERAL ELECTIVE 117 DIGITAL PHOTOGRAPHY GENERAL ELECTIVE 120 ART APPRECIATION ARTH 282; CREATIVITY & F2 900 CRITICAL ANALYSIS 125 ART HISTORY SURVEY I ARTH ELECTIVE; CREATIVITY F2 901 & CRITICAL ANALYSIS 126 ART HISTORY SURVEY II ARTH 292; CREATIVITY & F2 902 CRITICAL ANALYSIS 127 ART HISTORY SURVEY III CREATIVITY & CRITICAL F2 902 ANALYSIS ELECTIVE 203 FIGURE DRAWING I ARTS 200 204 FIGURE DRAWING II ARTS ELECTIVE 205 PAINTING II ARTS ELECTIVE 211 SCULPTURE II ARTS 261 213 CERAMICS II ARTS ELECTIVE 217 TRIBAL ART CREATIVITY & CRITICAL F2 903N ANALYSIS ELECTIVE NOTE: ART HISTORY MAJORS W/217 CONTACT SCHOOL OF ART FOR POSSIBLE ART CREDIT.
    [Show full text]
  • Protecting Postmodern Historicism: Identification, Ve Aluation, and Prescriptions for Preeminent Sites
    University of Pennsylvania ScholarlyCommons Theses (Historic Preservation) Graduate Program in Historic Preservation 2013 Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites Jonathan Vimr University of Pennsylvania Follow this and additional works at: https://repository.upenn.edu/hp_theses Part of the Historic Preservation and Conservation Commons Vimr, Jonathan, "Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites" (2013). Theses (Historic Preservation). 211. https://repository.upenn.edu/hp_theses/211 Suggested Citation: Vimr, Jonathan (2013). Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites. (Masters Thesis). University of Pennsylvania, Philadelphia, PA. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/hp_theses/211 For more information, please contact [email protected]. Protecting Postmodern Historicism: Identification, vE aluation, and Prescriptions for Preeminent Sites Abstract Just as architectural history traditionally takes the form of a march of styles, so too do preservationists repeatedly campaign to save seminal works of an architectural manner several decades after its period of prominence. This is currently happening with New Brutalism and given its age and current unpopularity will likely soon befall postmodern historicism. In hopes of preventing the loss of any of the manner’s preeminent works, this study provides professionals with a framework for evaluating the significance of postmodern historicist designs in relation to one another. Through this, the limited resources required for large-scale preservation campaigns can be correctly dedicated to the most emblematic sites. Three case studies demonstrate the application of these criteria and an extended look at recent preservation campaigns provides lessons in how to best proactively preserve unpopular sites.
    [Show full text]
  • Hobbies-And-Habits.Pdf
    THE AUTHOR Lisa Eldred Lisa Eldred is a Digital Communication Specialist at Covenant Eyes, where she has authored several other books, most notably More Than Single: Finding Purpose Beyond Porn. In her free time she plays video games, writes sonnets (published online at www.wasabijane.com), and volunteers at her church. Other Contributers Designer | Grace Bolzman Editor | Chris McKenna Illustrator | Rachael Moss Editor | Nicole Morris You are free to distribute print copies of this ebook to anyone you choose. As a courtesy, email us at: [email protected] and let us know you are doing this so we can keep you informed of other similar resources. To distribute this ebook electronically, we ask that you share the page: https://learn.covenanteyes.com/hobbies-and-habits/ For more information about sharing our materials electronically, see: www.covenanteyes.com/permissionspolicy/ Hobbies & Habits | 2 TABLE OF CONTENTS 06 — A Liturgy for One Battling a Destructive Desire 08 PART 1: UNDERSTANDING THE CAGE 09 — Chapter 1: Welcome to Rat Park 13 — Chapter 2: Why We Turn to Porn 20 — Chapter 3: The Secret to Freedom 26 PART 2: FIRST STEPS FORWARD 27 — Chapter 4: Who Do You Want to Be? 31 — Chapter 5: Harnessing the Power of Community 42 — Chapter 6: Reshaping Our Cages 52 — Chapter 7: You Are What You Consume Hobbies & Habits | 3 TABLE OF CONTENTS 61 PART 3: FILLING OUR TIME WITH SOMETHING BETTER 62 — Chapter 8: Why We Don’t Need Willpower to Fight Porn 68 — Chapter 9: Countering Emotional Pain with Creative Hobbies 80 — Chapter 10: Redeeming
    [Show full text]
  • To Our Valued Arcata Community Pool (ACP) Season Pass Holders
    To Our Valued Arcata Community Pool (ACP) Season Pass Holders We closed the pool on November 17 as California slipped into the red and then the purple tier designations for COVID spread. These tiers mandated that indoor pools be closed for public use. Humboldt County progressed to the orange tier on April 6th which finally allows facilities such as ours to reopen! The approved Operational Plan has allowed the pool to reopen, but it also has a number of restrictions in place to promote a safe environment for customers and staff. Limited numbers of people in the facility, restrictions on group use, enhanced cleaning procedures are all examples of these restrictions. Aspects of these social distancing measures, additional operational costs and the nearly five‐month closure has created significant operational and financial challenges for the pool. For Season Pass holders we welcome you back to the pool and would like to inform you on how we are going to work with annual passes going forward. For 2020 Passes: 1. We will calculate a credit or a refund, based on you time lost during the most recent closure. This amount will include all days starting on the closure date in November up to the date the pass would have expired in 2021 2. You have three options for this amount. a. We can issue you a credit towards a new 2021 pass. b. A refund can be issued. Once requested a check will be sent to your physical address. This will take up to three weeks to process. c. You can donate this amount if you would like to help the pool through this unprecedented financial challenge.
    [Show full text]
  • Saturday, February 27, 2021 8:30 A.M.—1:00 P.M
    Saturday, February 27, 2021 8:30 a.m.—1:00 p.m. ~ VIRTUAL ~ Parent Camp is brought to you through a collaboration between Northville Public Schools & the Northville Educational Foundation Presented by Program 8:30 a.m. —10:00 a.m. Welcome & Introduction Keynote Speaker: Dr. Jim Harris “Understanding Trauma & Stress: A Guide for Parents” It is no secret that raising children in a society today is nothing short of challenging. In his keynote, Dr. Harris will help you better understand the developmental landscape as it relates to trauma and stress. He will also explore the effects that trauma and stress can have on the physiology and psychology of young people and how understanding these potential effects can help us provide more responsible and effective supports for our children. 10:10 a.m.—11:00 a.m. Breakout Session 1 11:10 a.m.—12:00 p.m. Breakout Session 2 12:10 p.m.—1:00 p.m. Breakout Session 3 Parent Camp will be VIRTUAL this year. Click here to see the Parent Camp website for the Zoom links necessary to attend the keynote address and participate in the breakout sessions. You can also go to www.supportnef.org/parent-camp to access the Parent Camp website. Special thanks to all of our presenters for sharing their knowledge, resources and tools to help our parents and students be more successful! Dr. Jim Harris: ”Understanding Trauma & Stress: A Guide for Parents” Dr. Jim Harris is the owner of Opportunities Consulting Services and the Associate Director of the West Virginia Autism Training Center at Marshall University.
    [Show full text]
  • Beginning a Learning Community: Pilot Fall 2006
    Beginning a Learning Community: Pilot Fall 2006 By Shirley Buttram to implement the necessary interventions (such as a learning community) to empower students to be successful in college completion. Program Strategy Tinto (1998) advocated enrolling “at-risk” students into a learning com- munity initiative; by Fall 2006, NACC had established the first Mustang Learning Community (MLC) with the intention to provide MLC students Shirley Buttram a smooth transition between developmental/transitional courses and Developmental Studies Coordinator college-level courses. The implementation of the learning community Northeast Alabama Community College initiative involved administering the following components: P. O. Box 159 Rainsville, AL 35986 [email protected] Advisors discreetly enrolled students into the MLC, so that a possible stigma might be lessened. • advisement, • learning style inventory, • learning and Study Strategies Inventory (LASSI), • mentoring and support systems, Colleges and universities across the United States are still enrolling students • intervention activities, who are underprepared for college-level courses of study. Tinto (1998) • supplemental technological assistance, and stated at the Conference on Replacing Remediation in Higher Education: “Students are entering college with no more than a sixth-grade education • assessment and evaluation. in basic skills such as reading, writing, and mathematics.” Therefore, These components were important for the overall assessment and for the colleges and universities across the nation continue to spend considerable evaluation of the learning community project. revenue to provide academic support to developmental students. However, NACC encountered several obstacles in the implementation Tinto’s (1998) research posed a serious problem, which was the enroll- of the Mustang Learning Community (MLC); for example, the Math Chair ment of “at-risk” students in college institutions across the nation.
    [Show full text]
  • Supplément Spécial N° 10 / Juillet 2014
    /10 Supplément spécial n° 10 / Juillet 2014 La qualité, ou plutôt l’ineptie de la plupart des films français qui se sont succédé depuis le début de l’année serait-elle proportionnelle à la débâcle critique qui ne cesse de prendre de l’ampleur ? Constat un tantinet exagéré mais une certaine tendance au nivellement par le très très bas s’opère pourtant. Ce n’est pas nouveau que la parole critique concernant le cinéma soit si peu affutée sur le service public, notre consœur L’ouvreuse s’était essayée en 2009 à une immersion intensive d’une semaine dans l’enfer du PAF côté émissions de ciné. Depuis, pas grand chose n’a changé, certaines émissions ont disparu mais globalement une véritable réflexion critique se fait toujours aussi rare. Bien sûr, le net propose une alternative réjouissante car parmi les nombreux sites et blogs se contentant de régurgiter ce que les attachés de presse leur adressent, sont apparus des espaces d’expression tenus par des passionnés livrant leurs réflexions avec une certaine verve et acuité, mais généralement ces sites ne sont pas les mieux référencés ou les plus visités. La quasi absence de développement critique accessible au plus grand nombre est en soi l’illustration de l’échec du service public à formaliser des interstices où pourraient s’épanouir débat et/ou questionnements sur des œuvres présentes ou passées. Si possible quelque chose de plus consistant que la navrante émission « Le Cercle » présentée par Beigbeider où Philippe Rouyer a bien du mal à élever le niveau à lui tout seul..
    [Show full text]
  • Best Start LA Pilot Community Evaluation Case Study Report 4
    Best Start LA Pilot Community Evaluation Case Study Report 4 Implementing Best Start LA: Important Transitions as the Investment is Brought to Scale Prepared for: First 5 LA Prepared by: Ian Hill and Margaret Wilkinson The University of California at Los Angeles July 2013 Acknowledgments The authors would once again like to acknowledge the support and cooperation of the numerous individuals who met with our research team to provide the information summarized in this report. These individuals shared their time, as well as their insights into how the ongoing implementation of Best Start LA in the Metro LA pilot community is proceeding. (A complete list of key informants appears in Appendix 1.) We would also like to thank the program staff at First 5 LA for their assistance in planning and coordinating our site visit. Finally, as always, we are grateful for the careful direction and support provided by our project officers at First 5 LA: Hayley Roper-Fingerhut, Christine Aque, and Melinda Leidy. For more information about First 5 LA and its initiatives, go to http://www.first5la.org. For more information about Best Start LA, go to http://www.beststartla.org. For copies of all the reports prepared under this evaluation, go to http://www.urban.org. Contents I. Introduction ..................................................................................................................... 1 II. Methods .......................................................................................................................... 3 III. Findings:
    [Show full text]
  • Spy Culture and the Making of the Modern Intelligence Agency: from Richard Hannay to James Bond to Drone Warfare By
    Spy Culture and the Making of the Modern Intelligence Agency: From Richard Hannay to James Bond to Drone Warfare by Matthew A. Bellamy A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy (English Language and Literature) in the University of Michigan 2018 Dissertation Committee: Associate Professor Susan Najita, Chair Professor Daniel Hack Professor Mika Lavaque-Manty Associate Professor Andrea Zemgulys Matthew A. Bellamy [email protected] ORCID iD: 0000-0001-6914-8116 © Matthew A. Bellamy 2018 DEDICATION This dissertation is dedicated to all my students, from those in Jacksonville, Florida to those in Port-au-Prince, Haiti and Ann Arbor, Michigan. It is also dedicated to the friends and mentors who have been with me over the seven years of my graduate career. Especially to Charity and Charisse. ii TABLE OF CONTENTS Dedication ii List of Figures v Abstract vi Chapter 1 Introduction: Espionage as the Loss of Agency 1 Methodology; or, Why Study Spy Fiction? 3 A Brief Overview of the Entwined Histories of Espionage as a Practice and Espionage as a Cultural Product 20 Chapter Outline: Chapters 2 and 3 31 Chapter Outline: Chapters 4, 5 and 6 40 Chapter 2 The Spy Agency as a Discursive Formation, Part 1: Conspiracy, Bureaucracy and the Espionage Mindset 52 The SPECTRE of the Many-Headed HYDRA: Conspiracy and the Public’s Experience of Spy Agencies 64 Writing in the Machine: Bureaucracy and Espionage 86 Chapter 3: The Spy Agency as a Discursive Formation, Part 2: Cruelty and Technophilia
    [Show full text]
  • Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr
    Program #40048 - Community Epidemiology 2/17/2017 Department: Health Department Program Contact: Dr. Frank Franklin Program Offer Type: Existing Operating Program Program Offer Stage: As Requested Related Programs: Program Characteristics: In Target Executive Summary Community Epidemiology Services (CES) provides the fundamental capacity that enables the Public Health Division to make data-driven decisions, program improvements, and policy recommendations. CES helps public health leaders, policy makers, clinicians, and community members assess the magnitude of disease, disorder, and injury burden among community populations. CES identifies the drivers of health and disease determinants and captures whether health interventions are working well. Program Summary Community Epidemiology Services (CES) fulfills a unique and required governmental public health role by collecting and analyzing programmatic, population health, and environmental data to prevent disease and promote and protect health among all Multnomah County populations. The CES unit leads Public Health Division (PHD) programs in coordinated public health data and epidemiologic analysis. Epidemiology is the study of the causes, distribution, and control of disease in populations. CES analyzes population and health system data to assist programs in optimizing quality and accountability to the communities they serve. CES provides data and reports to support program development, strategic planning, resource allocation, decision-making, and community priorities (including community-based participatory research). CES works closely with the Communicable Disease Services program to provide outbreak response through data analysis support, statistical modeling, and standardized investigative guidelines. CES identifies appropriate analytical approaches, helps assure the use of high quality data for analysis, and provides technical, scientific oversight and leadership for all research and assessment work in the PHD.
    [Show full text]
  • Sandwich Community Resources
    Sandwich CUSD # 430 Community Resources Table of Contents Crisis Hotlines.................................................................................................................................... 2 Hospitals and Other Health Care............................................................................................... 5 Mental Health Services.................................................................................................................. 6 Individual and Family Therapy..................................................................................................10 Mental Health/Psychological Assessments and Evaluations………………………… 13 Support Groups............................................................................................................................... 15 Housing Resources........................................................................................................................ 18 Food Resources.............................................................................................................................. 20 Mentoring......................................................................................................................................... 22 1 Crisis Hotlines If you or someone you know is in immediate danger please call 911 Police Department - Sandwich Police Department non-emergency phone number 815-786-7261 Screening Assessment and Support Services (SASS) 800-345-9049 Assessment and Support Services (SASS) program for children and adolescents
    [Show full text]
  • 259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please Fill out Each Line Completely and Legibly
    259-0610-4571-00000 POLLOCK COMMUNITY WATER PARK OSHKOSH PARKS DEPARTMENT SEASON PASS INFORMATION Please fill out each line completely and legibly. PLEASE PRINT Return completed form with payment to: Oshkosh Parks Dept, 805 Witzel Avenue, Oshkosh WI 54902 HEAD OF HOUSEHOLD (first name, last name) Address Line 1:______________________________________________________________________________ Address Line 2:______________________________________________________________________________ City, State, Zip:______________________________________________________________________________ Home Phone:________________________________________________________________________________ Work Phone: ________________________________________________________________________________ Emergency Phone:___________________________________________________________________________ Mobile Phone:_______________________________________________________________________________ Cell Phone provider (US Cellular, Verizon, Sprint, etc.) _________________________________________ Email Address:______________________________________________________________________________ Resident Status: (Circle One) Resident Non-Resident Emergency Contact Information First/Last Name:____________________________________________________________________________ Relation:____________________________________________________________________________________ E-mail Address:______________________________________________________________________________ Work Phone: ________________________________________________________________________________
    [Show full text]